Prototype Issue
Math that Counts
By Cathy Thomas
(page 1 of 1)What do you get when you mix Pythagoras and pop locking in the classroom? You get the formula for a more humanized mathematics curriculum.
Culturally Situated Design Tools were developed by Dr. Ron Eglash to help students learn standards-based mathematics in a cultural and historical context using specially designed interactive computer software. Proponents of these tools believe the tools can be adapted for all grades, K-12, where the math curriculum development falls short of the needs of its learners.
Dr. Ron Eglash received his BS and MS at UCLA. He is now an associate professor at Rensselaer Polytechnic Institute in Troy, NY. The premise behind teaching math through culture is that many cultural designs are based on mathematical principles. There is transformational geometry and iteration in cornrow hairstyles. Cartesian coordinates, (x and y axis), can be solved with the Graffiti Grapher or the Virtual Bead Loom. And lest we not forget pre-calculus, perhaps the common denominator shared among many people today, whether you stopped there or went on to champion theorems and limits. Using CSDT, pre-calculus can be elucidated by constructing Pre-Colombian pyramids. Students can simulate the original artifacts and develop their own creations. Dr. Eglash’s critics lament that “math with an anthropological bent” misdirects future teachers; harsher critics bemoan ethnomathematics as dumbing down the school curriculum.
Ron’s allies are as ardent as his critics are fearful of change. Dr. Eduardo Jesús Arismendi-Pardi is a Professor of Mathematics at Orange Coast College. He is a keen wit and a sharp dresser, ranked with a red chili pepper (hot) on Ratemyprofessors.com; a man on a mission and very capable of getting his word across. He met Ron in 2000 and by 2002 jumped on board to help design the Pyramid builder tool. In the classroom, he has found that for many learners, experimenting has more impact that a linear experience and not just students who “need help” but with the gifted and talented students as well. He sites cases of bright students suffering through a scripted curriculum who then regain motivation by using these tools. In fact, one of his brighter college students wrote an “A” paper in a humanities class being inspired by the history of math in ancient Egypt.
Learning requires motivation for teachers as well. Students can smell boredom so teachers suffering from it will manifest their own classroom destiny. Teacher and administrative buy-in is crucial to implementing these tools. Take for instance Arismendi-Pardi’s personal experience early on. When he approached his then Dean at Orange Coast College about CSDT, he was given the dismissive suggestion to, “maybe go on Oprah and present your findings”. Fortunately, Arismendi-Pardi did not need the validation from a threatened traditionalist. The results of CSDT were real and so was the attention, praise and, soon to follow, the change of heart from many once opposed to it.
Arismendi-Pardi is no stranger to culture clash and math. In his native Venezuela he knew:
“ x2 + x – 1 x – 1 = “ In America it is written as: “ x – 1 x2 + x – 1 = “ For him, it was not a matter of learning new notation, it was conforming to it and enduring being told you are wrong even though you derive at same answer.
Arismendi-Pardi is responsible for grooming two doctoral and one master’s student in ethnomathematics. His star pupil is Dr. Adriana M. Magallanes who took a master’s class with Arismendi-Pardi and was so inspired by the results she just completed her doctorate. Her master’s work suggested that the Virtual Bead Loom was successful for a group of Middle schoolers. She is a young and motivated assistant principal at Orange Grove High School in Corona, a 9-12 continuation high for expelled students. Aside from the challenges of her student body, Orange Grove is impacted in the way of teachers. If and when resources become available, she would love to begin integrating CDST in her math curriculum.
Why the idea of accessible math threatens, is a head-scratcher. Interactive curriculums designed to help students better understand mathematical concepts is not new. There are dozens of programs like the Algebra Project, AIMS Program, even the Calculus Consortium sponsored by Wiley Publishers. Perhaps there is fear that a culturally based tool will open a back door for lazy educators. It happens. Or, the fear is that adding another layer to a scripted curriculum will take too much time. It’s possible. What is apparent is that Culturally Situated Design Tools create a spark between the educator and the math learner, a cultural connection that taps into the changing face of America.
Photo Credit: Dr. Eduardo Jesús Arismendi-Pardi. For more information about CSDT, check out www.rpi.edu/~eglash/csdt.html.
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